Welcome to Unit 2 - The birth of the modern world and a look at why and how Europe came to dominate the world during the period...
Michelangelo's Sistine Chapel Ceiling
Enduring Understandings:
Civilizations have risen (and fallen) throughout human history, with various regions of the world experiencing "highs" and "lows" in a continuous shifting of power, wealth and dominance.
The rise of Europe as the dominant world power in the 18th century was different from all the other dominant civilizations of the past because of its dominance was, for the first time, truly global.
The reasons for European dominance have their roots in shifts in thinking which had been occurring since the middle of the 15th century.
Why was it Europe, rather than, for example China, which became the dominant force in the modern world?
Essential Questions:
What highs and lows did the various regions of the world experience from the 14-18th Century?
Why was it Europe, rather than any other region, which became the dominant force in the modern world?
How did Renaissance humanism promote a new opening of the European mind, sparked by intellectual exchanges with the Islamic world, and through them, the Far East.
How did the development of the scientific method, and the shift to heliocentrism, in Europe revolutionize the accumulation and acceleration of knowledge in all areas and equip Europe to lead the world in innovation.
What were the causes and consequences of the challenges to the dominance of the Catholic church, and the impact of the Reformation and Counter-Reformation on the European social order.
How did the world change as a result of European exploration, trade and colonization of the Americas, Africa and Asia.
Did You Know 4.0?
What is the most important point you think it is trying to make?
What does that have to do with our study of history?
Simulation: It's Hard to SEE in the Dark! - Just watch. Arranging Events Prior to the Renaissance in Chronological Order
In your groups accomplish the following tasks. You may use sources from the internet for this, or from the library data base.
Arrange the events in chronological order from earliest to most recent.
Explain what is the significance of the event or place identified in terms of historical 'turning points.'
Assignment : Read pages 37-39 in your text (including the box on bottom of p.39 dealing with "Renaissance man and woman") and answer the following questions. Please, UPLOAD these answers into your WIKI WORK PAGE!
1. How did the cities of Italy help create the Renaissance?
2. What is your opinion of the Medici family?
3. How did Humanism influence Renaissance ideas?
4. Why did church leaders and wealthy merchants support the arts?
5. What were the similarities and differences between upper-class Renaissance men and women?
6. After reading the "Analyzing Primary Sources" box, respond to this question: Do the qualities called for in the ideal Renaissance man and woman seem to emphasize the individual or the group? Give evidence in the documents to back up your answer!
Individual Project: Speed-Dating for the Open-Minded
speeddate.jpg
speeddate.jpg
Clearly, it's better to be open-minded than closed-minded right? People will, well, LIKE you more if you're open-minded. And of course there's always the chance that being open-minded could lead you to making a discovery, or coming up with an invention or new idea that no one else has thought of yet. And that would make you REALLY cool!
We are going to ask you to "become" one of these open-minded people who made contributions to Europe, and the world, at a time when lots of people were, well, not so open-minded. Your task will be to Investigate one of the key figures of the Renaissance period and create an A4 sized 'baseball' card of your figure. Be ready to introduce your Renaissance figure to the rest of the class next period. This task will be worth 15 course work points.
Include the following information:
Name
Birth and death
Field (Politics, Art, Exploration, etc)
Key achievements
How this figure contributed to the 'opening of the mind' in Europe A very tough, and important, question.
Picture of person and other images that are relevant (e.g. if you choose a painter, you could include his art work)
Here is the list of cool people you may sign up for...
Renaissance Figure
POLITICS
Niccolo Machiavelli - Zach - Jung Jae
Henry IV - Annie - Eliot
Elizabeth I - Justin (N.J.) - Ji Hea
Lorenzo de Medici - SaBin - Soo Ho
ART
Leonardo di Vinci - Michelle - Junwon
Michelangelo - William - A Ra
Raphael - Caroline - Chae Won
Brunelleschi - Jennifer - Kate
LITERATURE/PHILOSOPHY
William Shakespeare - Fai - Yurim
Sir Thomas More - Dan - Makaella
Erasmus - Erika - So Won
Dante - Katie - Soon Sung
Petrarch - Emma
Boccaccio - Christine - Seung Gi
EXPLORERS
Ferdinand Magellan - David - Ellen
Christopher Columbus - Yujin
Henry the Navigator - Peter Samuel
Vasco da Gama - Hyun Seok
RELIGIOUS LEADERS
Martin Luther - Esther
John Calvin - Seung Jae
Ignatius of Loyala - Hea Won
INVENTORS/SCIENTISTS
Galileo Galilei - Jeung Soo Min Kwun
Johann Gutenberg - Max
Sir Isaac Newton - Sam
You can also check out this website to help you find some information on your RENAISSANCE FIGURE. Make sure you cite where you got your information! (MLA format!)
As we watch these clips together I want you to think about 2 tasks. FIRST, CAUSE and EFFECT. A great skill and at the heart of historical inquiry. As you are watching, record any causes of the European Renaissance you see and any effects of that period on Europe. SECOND, come up with evidence that this time period will not only open up people's minds BUT also set the stage for Europe to move to world dominance.
To START consider the following quote from the Bible:
Psalms 93:1 "The Lord reigns; he is robbed in majesty; the lord is robbed, he is girded with strength. Yea, the world is established; it shall never be moved."
Psalms 19:4-6 "...yet their voice goes out through all the earth, and their words to the end of the world. In them whenhe has set a tent for the sun, which comes forth like a bridegroom leaving his chamber, and like a strong man runs his course with joy. Its rising is from the end of the heavens, and its circuit to the end of them; and there is nothing hid from its heat." - These quotes support the notion that the universe is geocentric. How might proof that the universe is heliocentric set a chain of cause and effects
GEOGRAPHY OF EUROPENow that we are in Europe we really must know the setting. After all, geography is part of the picture...hey, it is the picture. Attached are all the nations of Europe you are expected to know in this course. Pay attention to them and find them on the map given.
STARTING TO THE PROCESS OF THINKING ABOUT SOMETHING...LIKE ART. It's not just a guy's name
Using the image below, complete SEE, THINK, WONDER.
Some examples to get you started:
I see... a statue, a naked man...
I think... that this is a famous statue...
I wonder... why he is naked...
There are no wrong answers. I just want you to write down what you SEE, THINK and WONDER. Respond to these queries on your own wikipage.
Michelangelo's David
OK, go to your Unit Packet and complete III. Make some inferences about the Renaissance from that painting...
When done discussing, define PERSPECTIVE in the packet...
Renaissance and the Opening Mind continued... Key Skill 1: Identifying key information Remember AP Parts?
Let's examine the primary source from Machiavelli (p. 42 in text). Fill in your thoughts in packet.
Author: Who created the source? What do you know about the author? What is the author’s point of view?
Place and Time: Where and when was the source produced? How might this affect the meaning of the source?
Prior Knowledge: Beyond information about the author and the context of its creation, what do you know that would help you further understand the primary source
Audience: For whom was the source created and how might this affect the reliability of the source?
Reason: Why was this source produced at the time it was produced?
The Main Idea: What point is the source trying to convey?
Significance: Why is this source important? What inferences can you draw from this document? Ask yourself, “So what?” in relation to the question asked. Key Skill 2: Analyzing Historical Sources (Primary and Secondary) Secondary Sources: Influence of literature on the Renaissance
Using your textbook (pgs 48-50) answer the following questions in your packets under VI. Question 1 is already there, just add the others and your responses.
1. What was the PURPOSE of Erasmus' book, The Praise of Folly? 2. What point do you think Thomas More was making about his own society when he wrote the book Utopia? 3. State at least two ways in which Shakespeare's work showed Renaissance influences and two contributions that he made to Renaissance society. 4. What were the major effects of the invention of the printing press? Define VERNACULAR (can find this on p. 41)
Key Skill 3: Synthesizing your ideas/Writing Bring your ideas together (Course work grade) Key Skill: Synthesizing your ideas/Writing
Paragraph writing (Eventually this year you will be writing full historical essays, let's start with the building blocks of a good essay - a solid paragraph) Using the prompt below and the template provided, write a detailed body paragraph. ‘How did the Renaissance contribute to the opening of the mind in Europe?' Develop a TOPIC SENTENCE (Thesis in an ESSAY) and use evidence to support your ideas. Include the following key terms somewhere in your paragraph: Renaissance, Middle Ages, Humanism, Patronage, Secular, and 2 Renaissance "persons". Step One: Plan your paragraph using the template below (dot-points are appropriate for this step) This is to be prepared for when you come in next class for the quiz.
Paragraph Writing: Using TEEEL Structure
Topic Sentence
This is the main idea that you want to make about the topic. It should state in one sentence what your paragraph is going to be about. E.g. The Renaissance contributed to the opening of the mind in Europe because ....
Elaboration
Write one or two sentences explaining your topic sentence. E.g. What was the Renaissance? What was happening in Europe?
Examples/Evidence
Provide at least two pieces of specific evidence that support your topic sentence. This is a good place to discuss key people and events that contributed to the Renaissance.This should be 2-3 sentences in length.
Explanation/analysis
This is a crucial part of the paragraph which requires some thought. Here, you need to explain how the evidence/examples you provided support your main idea in the topic sentence. This should be 2-4 sentences in length.
Link Sentence
This sentence summarizes your paragraph and links back to the main idea in the topic sentence. When writing an essay, the role of the this sentence is to link the paragraph back to your thesis.
Step 2: Now that you have a detailed plan, write your paragraph in full sentence form. It should be 7-12 sentences in length. (this will be part of your course work grade) Step 3: Proof-read your work and edit to improve spelling, grammar and vocabulary.
The Reformation
The Protestant Reformation began in the early 16th Century and was a time of major religious and political development in Europe.
As you watch the following clips on the Protestant Reformation, please fill in the this question sheet.
Meet in small groups to discuss these questions - be ready to report out...
Why might people have difficulty accepting new ideas or ways of thinking?
What are the risks of embracing new or different idea?
What are some risks of always refusing to do so?
A man who embodied the concept of accepting new ideas. Believe me, he was taking a risk!
Key Skill: Analytical Reading/Thinking
With the rebirth of thinking and questioning their world in the Western European Renaissance, people began to really "think outside the box". They questioned their lives and how they were governed, they questioned the authority of leaders and the Church and they questioned how things WERE. All of this challenging also led to what is known as the SCIENTIFIC REVOLUTION. Read pages 189-194 and answer the following questions thoughtfully and carefully.
What were the CAUSES of the Scientific Revolution? Which one do you think is MOST significant AND WHY?
Why might those in positions of authority at the time (Church and government) tend to reject new ideas?
Do you agree with Galileo's actions during his trial? Explain.
Make a list of the major figures of this revolution in thinking and what they did.
Explain the significance of these terms:
Geocentric Theory
Heliocentric Theory
Scientific Revolution
Scientific method
The Case of Galileo Galilei
galileo-trial.jpg
It is time to put Galileo on trial for heresy Timeframe: 1633. As we proceed through the trial, think about the following questions:
1. By silencing Galileo, the church wanted to suppress an idea. Do you think this was an effective strategy? Can an idea have a life of its own?
2. Are there times when an idea is too dangerous to be openly discussed or taught?
3. Galileo faced persecution for teaching new ideas. Could this happen today?
4. Would you deny an idea you know to be true?
The Church responded to such disturbing challenges with the creation, in 1542, of the Catholic Inquisition, whose job was to root out heresy of all kinds. They did this by putting individuals, like Galileo Galilei on trial for his ideas, and by censoring books which spread ideas which they considered wrong. Here are a few passages from the Bible which Gallileo's proof of Copernicus' theory of heliocentrism (the idea that the planets revolve around the sun) conflicted with:
“He has fixed the earth firm, immovable.” (1 Chronicles 16:30)
“Thou hast fixed the earth immovable and firm …” (Psalm 93:1)
“Thou didst fix the earth on its foundation so that it never can be shaken.” (Psalm 104:5)
“…who made the earth and fashioned it, and himself fixed it fast…” (Isaiah 45:18)
“The sun also ariseth, and the sun goeth down, and hasteth to his place where he arose.” (Ecclesiastes 1:5)
“Then spake Joshua to the LORD in the day when the LORD delivered up the Amorites before the children of Israel, and he said in the sight of Israel, Sun, stand thou still upon Gibeon; and thou, Moon, in the valley of Ajalon. And the sun stood still, and the moon stayed, until the people had avenged themselves upon their enemies. Is not this written in the book of Jasher? So the sun stood still in the midst of heaven, and hasted not to go down about a whole day.” (Joshua 10, 12-13)
Can you see why the Church added Galileo's book, The Dialogues, which was a fictionalized conversation between two men who hold opposing views on heliocentrism? Forbidden Books Index
SO, is censorship the best way to stop an idea from spreading? Are there ideas, or information today which you feel should not be shared, read or published?
Here's a list of the top 10 most banned books in American libraries: Banned Books
Here are a few interesting quotes on the practice of banning books:
"Censorship ends in logical completeness when nobody is allowed to read any books except the books that nobody reads." -- George Bernard Shaw, Irish playwright and critic (1856-1950)
“If this nation is to be wise as well as strong, if we are to achieve our destiny, then we need more new ideas for more wise men reading more good books in more public libraries. These libraries should be open to all—except the censor. We must know all the facts and hear all the alternatives and listen to all the criticisms. Let us welcome controversial books and controversial authors. For the Bill of Rights is the guardian of our security as well as our liberty.” --John Fitzgerald Kennedy
“Censorship reflects a society's lack of confidence in itself. It is a hallmark of an authoritarian regime.” Potter Stewart quotes (American Judge and associate justice of the US Supreme Court (1958-81)
“Censorship: the reaction of the ignorant to freedom.” Anonymous
Every burned book enlightens the world. ~Ralph Waldo Emerson
"I wrote 'Tom Sawyer' and 'Huck Finn' for adults exclusively, and it always distressed me when I find that boys and girls have been allowed access to them. The mind that becomes soiled in youth can never again be washed clean." --Mark Twain
"I am opposed to any form of tyranny over the mind of man." --Thomas Jefferson
"Censorship is telling a man he can't have a steak just because a baby can't chew it." --Mark Twain
"All these people talk so eloquently about getting back to good old-fashioned values. Well, as an old poop I can remember back to when we had those old-fashioned values, and I say let's get back to the good old-fashioned First Amendment of the good old-fashioned Constitution of the United States -- and to hell with the censors! Give me knowledge or give me death!" -- Kurt Vonnegut, author
"Censorship is crippling, negating, stifling. It should be unthinkable in a country like ours.” (United States) --Norma Fox Mazer
“They that can give up essential liberty to obtain a little temporary safety deserveneither liberty nor safety.” --Benjamin Franklin
"The dirtiest book of all is the expurgated book."--Walt Whitman
"There is no such thing as a moral book or an immoral book. Books are well written or badly written. That is all." -- Oscar Wilde, The Picture of Dorian Gray, 1891
"The books that the world calls immoral are the books that show the world its own shame."-- Oscar Wilde, The Picture of Dorian Gray, 1891
"I cannot and will not cut my conscience to fit this year's fashions." --Lillian Hellman
"All of us can think of a book... that we hope none of our children or any other children have taken off the shelf. But if I have the right to remove that book from the shelf - that work I abhor - then you also have exactly the same right and so does everyone else. And then we have no books left on the shelf for any of us." --Katherine Paterson
"What is freedom of expression? Without the freedom to offend, it ceases to exist." --Salman Rushdie KEY SKILLS: SYNTHESIZING IDEAS - WRITING A PARAGRAPH II Question for Consideration In light of what you have heard above during the Trial of Galileo Galilei, the presentations on controversial topics in science and what you might be able to download from the internet consider the following question.Should there be limits to our access to information? Take a position on the above question and be prepared to defend it in a well written paragraph.Be sure you follow the same ideas introduced by using TEEEL. To accomplish this task do the following:
Reproduce the chart below and put it into your wikispace. Create a separate page for it by using the [[ ]]. Title it by YOUR NAME CLASS BLOCK INFORMATION
Fill in the chart. This shows planning. You need to do this the same way a construction company follows a detailed diagram before starting work (writing for you).
Discuss the editions made with your partner. Your partner's name goes on the top left hand corner of your writing (they're being evaluated).
Make corrections or editions. Speak to me if you have any sort of question.
Topic sentence
This is the main idea that you want to make about the topic. It should state in one sentence what your paragraph is going to be about.
Elaboration
Write one or two sentences explaining your topic sentence.
Examples/Evidence
Provide at least two pieces of specific evidence that support your topic sentence.
Explanation/Analysis
This is a crucial part of the paragraph which requires some thought. Here, you need to explain how the evidence/examples you provided support your main idea in the topic sentence. This should be 2-4 sentences in length.
Link sentence
This sentence summarizes your paragraph and links back to the main idea in the topic sentence. When writing an essay, the role of the this sentence is to link the paragraph back to your thesis.
The Influences of the Islamic WorldPrior to the Renaissance, in what has been called the "Dark Ages", it is generally held that Western Europe's cultural and intellectual development was virtually at a standstill -- perhaps even regressing. So what was it that led them to break out of this period, and emerge into the new age of intellectual curiosity, the Renaissance?
You have already learned about the impact of the plague and wars, which lead Europeans to question the effectiveness of their social, political and religious institutions in the 1300s. You have read about the importance of factors that combined in Northern Italy to create the conditions for change: an urban culture, a wealthy merchant class, and the inspiration of ancient Rome (and Greece) which was all around them. You know that scholars began to read again the works of Plato, Aristotle, Hypocrites and Ptolemy, and find in them an inspiration for a new way of thinking -- humanism. But how did Europe begin to "open its mind"? What was the spark that re-ignited a spirit of intellectual curiosity? Watch this clip about a movie created to expose and teach the world about the important impact the Muslim world had on Europe.
Now let's examine what several different people (including many historians) have to say on this topic (remember point of view comes in to play here too!) *This is a book review.
We will briefly examine the three great Muslim Empires that all rose and fell during the period from 1300-1700 and how they impacted European thought...
Despite their brilliant rule, what critical mistake did Suleiman and Shah Abbas make?
What evidence of cultural blending can you find in Akbar's rule?
How did Akbar's successors contribute to the end of the Mughal Empire?
Key Skill: Comparison/Contrasting Information (Charting information)
FIRST, I think it is important that we look at the basics of two of the world's great religions, ISLAM and CHRISTIANITY. It is impossible to understand the tension and interactions between the two worlds without this background knowledge. SO, half the class will be assigned ISLAM and the other half CHRISTIANITY to research. For your homework, fill in the RELIGIONS CHART for your assigned religion and be ready to share with a partner the basics of the faith. Note that you must cite your sources used in MLA format - THIS IS NOT AN OPTION AND NO CREDIT WILL BE GIVEN IF THEY ARE NOT RECORDED PROPERLY.
Your chart (an entire wikipage for this assignment) will have to follow the following design
Name of religion
Branches of it
Area where it started
Key people in it
Tenets
Regions of the world where it is found
Sources for your research (three is the minimum and none can be Wikipedia)
Key Skill: Comparing Primary Source documents
You and your partner need to examine segments Quran and Bible Comparison.pages from the Qu'ran and the Bible to see similarities between the sacred texts of the two major religions. Be ready to discuss the comparisons and contrasts you found...
KEY SKILL: Active reading and note taking (getting the main ideas)
NEXT, let's take ANOTHER look at the three empires rise and fall. These are the three empires mentioned in the MWH, The Ottoman Empire, The Safavid Empire and the Mughal Empire (note that this is all happening at the same time that Western Europe is going through their renaissance...)
*Rotate through the Ottoman, Safavid and Mughal empire readings. While reading, take notes on the SIGNIFICANT events and accomplishments of each empire. Then begin planning your paragraph as per the question below.
KEY SKILL: Paragraph writing
Using the prompt below and the template provided, write a detailed body paragraph based on your readings, class discussions and the video clip above.
The three Muslim Empires of the 1300-1700 time period each made significant contributions to their worlds and the rest of world history. Why did the Muslim world not come to dominate world affairs during this time period?
Step One: Plan a paragraph for an essay using the template below (dot-points are appropriate for this step)
Paragraph Writing: Using TEEEL Structure
Topic Sentence
This is the main idea that you want to make about the topic. It should state in one sentence what your paragraph is going to be about. E.g. While the Muslim empires of the 14th-16th centuries had significant impacts on the world, they never came to dominate as Europe will because... (remember "rule of 3")
Elaboration
Write one or two sentences explaining your topic sentence. E.g. location? time period?
Examples/Evidence
Explain specific evidence/examples for your 3 choices in your topic sentence.
Explanation/analysis
This is a crucial part of the paragraph which requires some thought. Here, you need to explain how the evidence/examples you provided support your main idea in the topic sentence. WHY did you choose these reasons over others? Give specific reasons AND how they explain the failure of the Muslim empires to achieve world dominance at that time.. E.g. Clearly the administrative methods used by some of the leaders of the Muslim Empires hurt their ability to rise to world dominance because...This should be about 4 sentences in length.
Link Sentence
This sentence summarizes your paragraph and links back to the main idea in the topic sentence. When writing an essay, the role of the this sentence is to link paragraph back to your thesis.
Step 2: Now that you have a detailed plan, write your paragraph in full sentence form. It should be 8-12 sentences in length.
Step 3: Proof-read your work and edit to improve spelling, grammar and vocabulary.
Step 4: Produce a final copy of your paragraph. Be sure that it is uploaded to Google docs as per appropriate labeling, re: Block Last name first name [as per Power School] (English name) Assignment name (In this case: Muslim Empires)
CHINA: A MISSED OPPORTUNITY FOR GLOBAL DOMINANCE
You'll be reading about it in the excerpt I've given you from Gavin Menzie's book 1421: The Year China Discovered the World. It is a story of an ambitious emperor and everything he did to regain China's ancient glory. He had many accomplishments that leaders in Europe could only have dreamed of including launching a fleet of over 800 ships of various sizes and carried more than 30,000 men. The fleet included over 300 leviathan "treasure ships."
As you go through these guided readings/discussions, post your ideas about each image, and your answers to all questions, directly on your student page in a separate WIKI titled, CHINA'S GOLDEN AGE - READER'S LOG. Don't forget to date each post, and give each assignment a title.
Homework Assignment
Do the questions on the attached document only. They should be cut and then pasted into your wikipage under the heading "China: A Missed Opportunity for Global Dominance"
As you read, you will be practicing the skill of ACTIVE reading (interacting with the author). That means highlighting important information and even writing little notes in the margins or defining terms or making connections with other knowledge. Follow the words and pictures below very carefully, questions will be posed as you get to certain points in your reading. We will be taking the rest of class today to read and work on this skill. You will turn on your reading packets at the end of class for me to look over and evaluate your work. We will then continue next period!
You begin your journey...
DAY 1... For the rest of this class period I just want you to READ and HIGHLIGHT what you believe to be MAIN points. ANNOTATE the reading as you feel necessary. I will be collecting the packets from you at the end of the class to make some observations on your note taking from reading. You will get the packet back next class period as you begin your "Reading Log"
DAY 2...
Read the first paragraph of p. 45. (see the page numbers in the Reading Pack). Use this map, and the one in MWH p. 35, to identify where "the Holy Roman Emperor, the Emperor of Byzantium (also called Constantinople), the Doge (ruler) of Venice, and the kings of England, France, Castille and Portugal" would have come from had they been invited to Beijing on 2 February 1421. What route might they have all taken? Describe it...
europe_1400.jpg
The Emperor Zhu Di (aka Yong Le) was the third emperor of the Ming Dynasty. His father, a poor labourer, had overthrown the Mongol (Yuan) Dynasty which had ruled China since Kublai Khan invaded in 1279. In 1368, Zhu Di's father had taken the Mongol capital, Ta-tu (Beijing), sacked it, pushed the Mongols back behind the Great Wall, and then retired to establish his capital city in Nanjing.
When Zhu Di came to power (his father gave the throne to his nephew instead of his son, so Zhu Di fought and defeated the second emperor), he decided to build a magnificent new capital, to be called the Forbidden City, in Beijing.
Examine the following map which shows the history of the Chinese dynasties. Look carefully at the Yuan and Ming Dynasties and make some generalizations about China under those dynasties. Size? Change from previous dynasties? From your reading, make any observations you can about the two time periods.
Territories_of_Dynasties_in_China.gif
While reading pages 49-50, explain some of the factors that affected the Chinese attitudes toward foreigners.
On p. 53 Menzie notes that the new walled capital was to be "fifteen hundred times the area of walled London at that time and housing fifty times the population". SO, using your math skills, refer to the following map and figure out how big that new capital would be.
European_city_populations
Beijing_city_wall_map.jpg
Compare the map of the great walled capital Zhu Di built (above) to the map of modern China (below). The Forbidden City is now the Palace Museum, and is located at the centre of the map below: Can you find the old city in the modern city? Where is it? What is there now? ||
beijing-map-overview.gif
On p. 54, Menzies writes that Zhu Di extended the Great Wall (which is actually many separate sections of wall created over hundreds of years) from 5,000 kms to 6,400 kms. You'll notice, that doesn't mean that the wall was 6,400 kms long. If it WAS, where would it reach if it began at the Yalu River? Use the map in MWH Atlas p A18-19 to estimate where you would end up if the wall really extended 6,400 kms due west of Beijing. ||
great_wall_map1.png
Also on p. 54, Zhu Di sent expeditions along the The "Silk Road", along which Chinese traders journeyed to sell their silks, spices, porcelain and other valuable commodities. This was actually a web of many routes that extended from Xi'an into the heart of the Islamic world. It was clear he wanted to recreate teh earlier trading empire of the Chinese.
Question: Through what MODERN countries did the silk roads go? ||
mapSilkRoad.gif
Interesting note: On p. 55, Menzies writes that "[Zhu Di's] aim was to ensure that Beijing's great observatory was the reference point from which the entire world would be explored and charted, and all new discoveries located..." He wanted Beijing to be "0" degree -- the prime meridian, from which all LONGITUDE coordinates would be measured. Unfortunately, he failed in this aim, and eventually (much later, in 1851) Greenwich, England was chosen for this honor. ||
PrimeMeridianThm.jpg
As you continue reading write down any instances of ENVIRONMENTAL DEGRADATION done as a result of the emperor's ambitions.
DIPLOMACY is the art of talking and negotiating without having to resort to conflict. On pg. 60, there is a discussion on how Chinese diplomacy was different than later European diplomacy. Explain this difference.
Explain how Zhu Di strived to make Beijing the world's INTELLECTUAL capital.
The Grand Canal and the Forbidden city were engineering marvels of the 15th century, and HUGE accomplishments for a a single ruler to achieve in less than 2 decades. But they were not his most important legacy.
Look at this visual of the GRAND CANAL and just be AMAZED at this marvel! In your reader's log, jot down a few facts about it. ||
grand-canal-map1.png
||
ChinaZhengHeShip1405vsSantaMaria500pxw.jpg
Zhu Di's grand dream to bring the entire world into China's tributary system. This was a loose, but extremely stable way to organize and control an empire: make neighboring countries pay tribute (to acknowledge that you're the boss), but then, to keep them from feeling resentment, give them presents in return that more than exceed the value of the tribute they pay. Result? A stable trading empire, no wars between central power and tributary states, relatively cheap cost of governing a large territory! Smart, right?It worked so well, Zhu Di wondered why China could not do the same thing for the whole world. He also wanted to search the world for that nasty cousin of his, the one who had become the second Ming emperor, and then disappeared when Zhu Di raised an army to gain the throne. He appointed his Grand Eunuch (a "eunuch" is a man who's, well, had some important parts of his anatomy cut off!) to be the Commander-in-Chief of a vast fleet -- the biggest the world had ever known (and the biggest it would know until the Allies' D-Day Invasion in World War II!). Zheng He was a Muslim (Yes, there are Muslims in China!) who had never sailed before, but he became one of the world greatest admirals. While you are reading pgs. 65-66 and 70, DESCRIBE the Armada and specifically Zheng He's Treasure Ships. What an impression this must have made!
voyages-of-zheng-he-map-0604.jpg
Zheng He's fleet made 7 voyages in all, dying on his last one, in 1433. When his ships returned to China, the political situation had changed dramatically. In fact, soon after the great Treasure Fleet left Tanggu, Zhu Di suffered a series of disasters that suggested to everyone that he had lost the "mandate of heaven" -- the approval of Heaven for his rulership.
When you get to p. 75, read to the bottom of p. 77. Stop at the paragraph beginning "Thereafter the Qazi..." Is there evidence here that Zhu Di truly did not understand what was happening to his rule?
Start up again on the bottom of p. 78 (from "Apparently abandoned by heaven..."). List all the things that happened to the old emperor near the end of his life.
Finally read the edict of the new emperor, Zhu Di's son, Zhu Gaozhi, on the very day he ascended the throne, pp 81-85, beginning "All voyages of the treasure ships are to be stopped." Explain how this edict changed the history of not only China but of the WORLD. How did this leave open the "door" for Europe to take center stage now?
The Age of Exploration Finally we turn to the European Age of Exploration of the "New World" of the Americasand isolation of the "East"
age_of_discovery.jpg
age_of_discovery.jpg
Europe Explores, While Others Isolate Themselves
You will be exploring the Age of Discovery for Europe with your trustworthy seafaring partner and going at your own pace. Remember there is the potential for many rewards (in your case points toward a good grade) and potential for great danger on this voyage of learning. As you stop at each "PORT OF CALL" there will be a task to complete. Complete the tasks and add them to your "EXPLORER'S JOURNAL". MAKE SURE you title each task! The journal will be given to KING HUMUNGOUS upon completion. Good luck avoiding the giant sea monsters and remember to claim everything you find for HUMANAVIA!
As Europe began to become more open-minded, it began to systematically accumulate knowledge in way that had never been done before the application of the scientific method. Old ideas were tested, and some were confirmed while others were shattered, creating a need for new hypotheses which in turn were tested. This led inevitably to a new curiosity about the world that lay beyond Europe's borders.
PORT 1: Getting ready for the voyage - Start your EXPLORER'S JOURNAL (which you need to create with partner) with your CORNELL notes from Chapter 3, Section 1 of MWH pp. 92-101.
Next add your discussion of these questions:
The Age of Exploration:Would you go?
The 15th and 16th century were a time of exploration and discovery for European nations. Taking advantage of new maritime knowledge and inventions, European powers undertook sea expeditions to expand their trade and influence.
What possible rewards might come from exploring the seas for new lands?
What are the risks involved in embarking on a voyage into the unknown?
What will you do if you actually run into other people?
Before You Leave
Your final task before leaving for the long voyage is FOR BOTH to look up ONE piece of new navigation technology you will be using so that you can teach your partner about how you will be using it. THIS INFORMATION COULD SAVE YOUR LIVES! Simply, search for ONE of the following tools and write a few sentences describing WHAT the instrument is and HOW it is used. (You can also look at p. 97 in your text to get you started.)
Astrolabe
Sextant
Compass
Caravel
PORT 2: Starting the Voyage - Getting to know your competitors. In order to beat your enemies in this race, you need to know more about them INCLUDING where they went, what their primary motivation was and the results of their explorations. We have already learned about the PORTUGUESE now let's turn our sights on to the the other European nations competing with HUMANAVIA for GLORY!
FIRST, it is time to begin compiling our MAP of the voyages so we can keep track of where everyone is going and the results of their voyages.
On the map provided and using your textbook, trace the voyages of any three of the following:
Vespucci,
DaGama,
Columbus,
Magellan,
Cortes,
Ponce de Leon,
Smith,
Hudson,
Cabot,
Cartier,
Verazzano, and
Marquette.
ALSO INCLUDE YOUR OWN VOYAGE ON THE MAP AND CHART (BE CREATIVE!)
mapcook2.jpg
mapcook2.jpg
On your map, make sure that you include:
Legend/Key that shows each of the explorers and their journey. Give each a different color or a different map.
On your wikipage provide a link to the above map or maps, then...
Create a chart with the following important information needed so we can keep track of everyone in the race
Explorer's full name and country sponsoring the exploration
Dates of voyage(s)
Size of fleet
And most importantly a summary of their (AND YOUR) discoveries/achievements and/or results of each journey. (I should see both positive AND negative results of their voyages!)
*Much information for this task can be found from pages 119 - 131 of your textbook! DO not disappoint your King. (if you value your head!) STOP HERE FOR THE MOMENT
PORT 3: Some impacts of Europe's Age of Exploration. There were were many world-changing impacts that were results of this time period. To be sure many were positive, however, there were also many that were negative. Nonetheless, these must be studied to understand our world today...
Your next task is to look at the Atlantic Slave Trade to get a better understanding of this sad chapter in our history. In your journals, respond to the following essential objectives as you watch the 2 short video segments and scan pages 132-136 in your text...
TASK 2: The Columbian Exchange and Rise of Global Trade is certainly another major impact of the explorations. The colonization of the Americas introduced new items into the Eastern and Western Hemispheres. AGAIN, these exchanges had POSITIVE and NEGATIVE impacts for both.
Your task for this exploration is to read and take CORNELL notes on pages 137-141.
STOP HERE FOR THE MOMENT...CATCH YOUR BREATH PORT 4: The East isolates itself from this Western exploration nonsense. Not everyone was excited to meet new people. China and Japan are good examples of countries who wanted to preserve their culture more than anything else...SO, let's find out why they really do NOT want you or your ships in their harbors!
ship.jpg
‘Why did China and Japan isolate themselves from the West?’ *You already know some of this from "1421", your job here is to get a taste of the attitudes of the Chinese and Japanese leadership toward you and your expedition.
Remember you have limited time at this port as they are not very welcoming - so just take notes on the key information!
Author: Who created the source? What do you know about the author? What is the author’s point of view?
Place and Time: Where and when was the source produced? How might this affect the meaning of the source?
Prior Knowledge: Beyond information about the author and the context of its creation, what do you know that would help you further understand the primary source?
Audience: For whom was the source created and how might this affect the reliability of the source?
Reason: Why was this source produced at the time it was produced?
The Main Idea: What point is the source trying to convey?
Significance: Why is this source important? What inferences can you draw from this document? Ask yourself, “So what?” in relation to the question asked. YOU have finished your journey and explorations NOW, you should be ready to answer the essential question!
Why was it Europe, rather than any other region, which became the dominant force in the modern world?
You will be preparing an essay built on what you have learned from this unit. An essay is nothing more than several well-constructed paragraphs linked together by a strong THESIS. You will get some time to work on your plan, leave it with me and then write the actual essay in class for your unit assessment.
Begin by planning for this essay. This is really the most important part because it allows you to organize your ideas and coordinate how you will present them.
Use the planning guide below. This will be graded. You will plan this essay as a 'writing group.'
Welcome to Unit 2 - The birth of the modern world and a look at why and how Europe came to dominate the world during the period...
Enduring Understandings:
Essential Questions:
Did You Know 4.0?
Simulation: It's Hard to SEE in the Dark! - Just watch.
Arranging Events Prior to the Renaissance in Chronological Order
In your groups accomplish the following tasks. You may use sources from the internet for this, or from the library data base.
- Arrange the events in chronological order from earliest to most recent.
- Explain what is the significance of the event or place identified in terms of historical 'turning points.'
This is due at the end of class. (60 minutes)Scavenger Hunt (the 'packet') of the Renaissance
Assignment : Read pages 37-39 in your text (including the box on bottom of p.39 dealing with "Renaissance man and woman") and answer the following questions. Please, UPLOAD these answers into your WIKI WORK PAGE!
1. How did the cities of Italy help create the Renaissance?
2. What is your opinion of the Medici family?
3. How did Humanism influence Renaissance ideas?
4. Why did church leaders and wealthy merchants support the arts?
5. What were the similarities and differences between upper-class Renaissance men and women?
6. After reading the "Analyzing Primary Sources" box, respond to this question: Do the qualities called for in the ideal Renaissance man and woman seem to emphasize the individual or the group? Give evidence in the documents to back up your answer!
Individual Project: Speed-Dating for the Open-Minded
Clearly, it's better to be open-minded than closed-minded right? People will, well, LIKE you more if you're open-minded. And of course there's always the chance that being open-minded could lead you to making a discovery, or coming up with an invention or new idea that no one else has thought of yet. And that would make you REALLY cool!
We are going to ask you to "become" one of these open-minded people who made contributions to Europe, and the world, at a time when lots of people were, well, not so open-minded. Your task will be to Investigate one of the key figures of the Renaissance period and create an A4 sized 'baseball' card of your figure. Be ready to introduce your Renaissance figure to the rest of the class next period. This task will be worth 15 course work points.
Include the following information:
Here is the list of cool people you may sign up for...
Min Kwun
You can also check out this website to help you find some information on your RENAISSANCE FIGURE. Make sure you cite where you got your information! (MLA format!)
As we watch these clips together I want you to think about 2 tasks. FIRST, CAUSE and EFFECT. A great skill and at the heart of historical inquiry. As you are watching, record any causes of the European Renaissance you see and any effects of that period on Europe. SECOND, come up with evidence that this time period will not only open up people's minds BUT also set the stage for Europe to move to world dominance.
Another link to a video you MUST watch Renaissance Europe: Florence
To START consider the following quote from the Bible:
Psalms 93:1
"The Lord reigns; he is robbed in majesty; the lord is robbed, he is girded with strength. Yea, the world is established; it shall never be moved."
Psalms 19:4-6
"...yet their voice goes out through all the earth, and their words to the end of the world. In them when he has set a tent for the sun, which comes forth like a bridegroom leaving his chamber, and like a strong man runs his course with joy. Its rising is from the end of the heavens, and its circuit to the end of them; and there is nothing hid from its heat."
- These quotes support the notion that the universe is geocentric. How might proof that the universe is heliocentric set a chain of cause and effects
GEOGRAPHY OF EUROPENow that we are in Europe we really must know the setting. After all, geography is part of the picture...hey, it is the picture. Attached are all the nations of Europe you are expected to know in this course. Pay attention to them and find them on the map given.
STARTING TO THE PROCESS OF THINKING ABOUT SOMETHING...LIKE ART. It's not just a guy's name
Using the image below, complete SEE, THINK, WONDER.
Some examples to get you started:
I see... a statue, a naked man...
I think... that this is a famous statue...
I wonder... why he is naked...
There are no wrong answers. I just want you to write down what you SEE, THINK and WONDER. Respond to these queries on your own wikipage.
OK, go to your Unit Packet and complete III. Make some inferences about the Renaissance from that painting...
When done discussing, define PERSPECTIVE in the packet...
Renaissance and the Opening Mind continued...
Key Skill 1: Identifying key information
Remember AP Parts?
Let's examine the primary source from Machiavelli (p. 42 in text). Fill in your thoughts in packet.
Author: Who created the source? What do you know about the author? What is the author’s point of view?
Place and Time: Where and when was the source produced? How might this affect the meaning of the source?
Prior Knowledge: Beyond information about the author and the context of its creation, what do you know that would help you further understand the primary source
Audience: For whom was the source created and how might this affect the reliability of the source?
Reason: Why was this source produced at the time it was produced?
The Main Idea: What point is the source trying to convey?
Significance: Why is this source important? What inferences can you draw from this document? Ask yourself, “So what?” in relation to the question asked.
Key Skill 2: Analyzing Historical Sources (Primary and Secondary)
Secondary Sources: Influence of literature on the Renaissance
Using your textbook (pgs 48-50) answer the following questions in your packets under VI. Question 1 is already there, just add the others and your responses.
1. What was the PURPOSE of Erasmus' book, The Praise of Folly?
2. What point do you think Thomas More was making about his own society when he wrote the book Utopia?
3. State at least two ways in which Shakespeare's work showed Renaissance influences and two contributions that he made to Renaissance society.
4. What were the major effects of the invention of the printing press? Define VERNACULAR (can find this on p. 41)
Key Skill 3: Synthesizing your ideas/Writing
Bring your ideas together (Course work grade)
Key Skill: Synthesizing your ideas/Writing
Paragraph writing (Eventually this year you will be writing full historical essays, let's start with the building blocks of a good essay - a solid paragraph)
Using the prompt below and the template provided, write a detailed body paragraph.
‘How did the Renaissance contribute to the opening of the mind in Europe?'
Develop a TOPIC SENTENCE (Thesis in an ESSAY) and use evidence to support your ideas.
Include the following key terms somewhere in your paragraph: Renaissance, Middle Ages, Humanism, Patronage, Secular, and 2 Renaissance "persons".
Step One: Plan your paragraph using the template below (dot-points are appropriate for this step) This is to be prepared for when you come in next class for the quiz.
Paragraph Writing: Using TEEEL Structure
Topic Sentence
This is the main idea that you want to make about the topic. It should state in one sentence what your paragraph is going to be about. E.g. The Renaissance contributed to the opening of the mind in Europe because ....
Elaboration
Write one or two sentences explaining your topic sentence. E.g. What was the Renaissance? What was happening in Europe?
Examples/Evidence
Provide at least two pieces of specific evidence that support your topic sentence. This is a good place to discuss key people and events that contributed to the Renaissance.This should be 2-3 sentences in length.
Explanation/analysis
This is a crucial part of the paragraph which requires some thought. Here, you need to explain how the evidence/examples you provided support your main idea in the topic sentence. This should be 2-4 sentences in length.
Link Sentence
This sentence summarizes your paragraph and links back to the main idea in the topic sentence. When writing an essay, the role of the this sentence is to link the paragraph back to your thesis.
Step 2: Now that you have a detailed plan, write your paragraph in full sentence form. It should be 7-12 sentences in length. (this will be part of your course work grade)
Step 3: Proof-read your work and edit to improve spelling, grammar and vocabulary.
The Reformation
The Protestant Reformation began in the early 16th Century and was a time of major religious and political development in Europe.As you watch the following clips on the Protestant Reformation, please fill in the this question sheet.
THE SCIENTIFIC REVOLUTION (MID 1500'S EUROPE)
Meet in small groups to discuss these questions - be ready to report out...
Why might people have difficulty accepting new ideas or ways of thinking?
What are the risks of embracing new or different idea?
What are some risks of always refusing to do so?
A man who embodied the concept of accepting new ideas. Believe me, he was taking a risk!
Key Skill: Analytical Reading/Thinking
With the rebirth of thinking and questioning their world in the Western European Renaissance, people began to really "think outside the box". They questioned their lives and how they were governed, they questioned the authority of leaders and the Church and they questioned how things WERE. All of this challenging also led to what is known as the SCIENTIFIC REVOLUTION. Read pages 189-194 and answer the following questions thoughtfully and carefully.
What were the CAUSES of the Scientific Revolution? Which one do you think is MOST significant AND WHY?
Why might those in positions of authority at the time (Church and government) tend to reject new ideas?
Do you agree with Galileo's actions during his trial? Explain.
Make a list of the major figures of this revolution in thinking and what they did.
Explain the significance of these terms:
The Case of Galileo Galilei
It is time to put Galileo on trial for heresy
Timeframe: 1633.
As we proceed through the trial, think about the following questions:
1. By silencing Galileo, the church wanted to suppress an idea. Do you think this was an effective strategy? Can an idea have a life of its own?
2. Are there times when an idea is too dangerous to be openly discussed or taught?
3. Galileo faced persecution for teaching new ideas. Could this happen today?
4. Would you deny an idea you know to be true?
The Church responded to such disturbing challenges with the creation, in 1542, of the Catholic Inquisition, whose job was to root out heresy of all kinds. They did this by putting individuals, like Galileo Galilei on trial for his ideas, and by censoring books which spread ideas which they considered wrong. Here are a few passages from the Bible which Gallileo's proof of Copernicus' theory of heliocentrism (the idea that the planets revolve around the sun) conflicted with:
Can you see why the Church added Galileo's book, The Dialogues, which was a fictionalized conversation between two men who hold opposing views on heliocentrism? Forbidden Books Index
SO, is censorship the best way to stop an idea from spreading? Are there ideas, or information today which you feel should not be shared, read or published?
Here's a list of the top 10 most banned books in American libraries: Banned Books
Here are a few interesting quotes on the practice of banning books:
"Censorship ends in logical completeness when nobody is allowed to read any books except the books that nobody reads."
-- George Bernard Shaw, Irish playwright and critic (1856-1950)
“If this nation is to be wise as well as strong, if we are to achieve our destiny, then we need more new ideas for more wise men reading more good books in more public libraries. These libraries should be open to all—except the censor. We must know all the facts and hear all the alternatives and listen to all the criticisms. Let us welcome controversial books and controversial authors. For the Bill of Rights is the guardian of our security as well as our liberty.” --John Fitzgerald Kennedy
“Censorship reflects a society's lack of confidence in itself. It is a hallmark of an authoritarian regime.” Potter Stewart quotes (American Judge and associate justice of the US Supreme Court (1958-81)
“Censorship: the reaction of the ignorant to freedom.” Anonymous
Every burned book enlightens the world. ~Ralph Waldo Emerson
"I wrote 'Tom Sawyer' and 'Huck Finn' for adults exclusively, and it always distressed me when I find that boys and girls have been allowed access to them. The mind that becomes soiled in youth can never again be washed clean." --Mark Twain
"I am opposed to any form of tyranny over the mind of man." --Thomas Jefferson
"Censorship is telling a man he can't have a steak just because a baby can't chew it." --Mark Twain
"All these people talk so eloquently about getting back to good old-fashioned values. Well, as an old poop I can remember back to when we had those old-fashioned values, and I say let's get back to the good old-fashioned First Amendment of the good old-fashioned Constitution of the United States -- and to hell with the censors! Give me knowledge or give me death!"
-- Kurt Vonnegut, author
"Censorship is crippling, negating, stifling. It should be unthinkable in a country like ours.” (United States) --Norma Fox Mazer
“They that can give up essential liberty to obtain a little temporary safety deserveneither liberty nor safety.” --Benjamin Franklin
"The dirtiest book of all is the expurgated book." --Walt Whitman
"There is no such thing as a moral book or an immoral book. Books are well written or badly written. That is all."
-- Oscar Wilde, The Picture of Dorian Gray, 1891
"The books that the world calls immoral are the books that show the world its own shame." -- Oscar Wilde, The Picture of Dorian Gray, 1891
"I cannot and will not cut my conscience to fit this year's fashions." --Lillian Hellman
"All of us can think of a book... that we hope none of our children or any other children have taken off the shelf. But if I have the right to remove that book from the shelf - that work I abhor - then you also have exactly the same right and so does everyone else. And then we have no books left on the shelf for any of us." --Katherine Paterson
"What is freedom of expression? Without the freedom to offend, it ceases to exist." --Salman Rushdie
KEY SKILLS: SYNTHESIZING IDEAS - WRITING A PARAGRAPH II
Question for Consideration
In light of what you have heard above during the Trial of Galileo Galilei, the presentations on controversial topics in science and what you might be able to download from the internet consider the following question. Should there be limits to our access to information?
Take a position on the above question and be prepared to defend it in a well written paragraph.Be sure you follow the same ideas introduced by using TEEEL.
To accomplish this task do the following:
This is the main idea that you want to make about the topic. It should state in one sentence what your paragraph is going to be about.
Write one or two sentences explaining your topic sentence.
Provide at least two pieces of specific evidence that support your topic sentence.
This is a crucial part of the paragraph which requires some thought. Here, you need to explain how the evidence/examples you provided support your main idea in the topic sentence. This should be 2-4 sentences in length.
This sentence summarizes your paragraph and links back to the main idea in the topic sentence. When writing an essay, the role of the this sentence is to link the paragraph back to your thesis.
The Influences of the Islamic WorldPrior to the Renaissance, in what has been called the "Dark Ages", it is generally held that Western Europe's cultural and intellectual development was virtually at a standstill -- perhaps even regressing. So what was it that led them to break out of this period, and emerge into the new age of intellectual curiosity, the Renaissance?
You have already learned about the impact of the plague and wars, which lead Europeans to question the effectiveness of their social, political and religious institutions in the 1300s. You have read about the importance of factors that combined in Northern Italy to create the conditions for change: an urban culture, a wealthy merchant class, and the inspiration of ancient Rome (and Greece) which was all around them. You know that scholars began to read again the works of Plato, Aristotle, Hypocrites and Ptolemy, and find in them an inspiration for a new way of thinking -- humanism. But how did Europe begin to "open its mind"? What was the spark that re-ignited a spirit of intellectual curiosity? Watch this clip about a movie created to expose and teach the world about the important impact the Muslim world had on Europe.
Now let's examine what several different people (including many historians) have to say on this topic (remember point of view comes in to play here too!) *This is a book review.
We will briefly examine the three great Muslim Empires that all rose and fell during the period from 1300-1700 and how they impacted European thought...
Read the following pages
And then answer the following questions:
Key Skill: Comparison/Contrasting Information (Charting information)
FIRST, I think it is important that we look at the basics of two of the world's great religions, ISLAM and CHRISTIANITY. It is impossible to understand the tension and interactions between the two worlds without this background knowledge.SO, half the class will be assigned ISLAM and the other half CHRISTIANITY to research. For your homework, fill in the RELIGIONS CHART for your assigned religion and be ready to share with a partner the basics of the faith. Note that you must cite your sources used in MLA format - THIS IS NOT AN OPTION AND NO CREDIT WILL BE GIVEN IF THEY ARE NOT RECORDED PROPERLY.
Your chart (an entire wikipage for this assignment) will have to follow the following design
Key Skill: Comparing Primary Source documents
You and your partner need to examine segmentsKEY SKILL: Active reading and note taking (getting the main ideas)
NEXT, let's take ANOTHER look at the three empires rise and fall. These are the three empires mentioned in the MWH, The Ottoman Empire, The Safavid Empire and the Mughal Empire (note that this is all happening at the same time that Western Europe is going through their renaissance...)
*Rotate through the Ottoman, Safavid and Mughal empire readings. While reading, take notes on the SIGNIFICANT events and accomplishments of each empire. Then begin planning your paragraph as per the question below.
KEY SKILL: Paragraph writing
Using the prompt below and the template provided, write a detailed body paragraph based on your readings, class discussions and the video clip above.
The three Muslim Empires of the 1300-1700 time period each made significant contributions to their worlds and the rest of world history. Why did the Muslim world not come to dominate world affairs during this time period?
Step One: Plan a paragraph for an essay using the template below (dot-points are appropriate for this step)
Paragraph Writing: Using TEEEL Structure
Topic Sentence
This is the main idea that you want to make about the topic. It should state in one sentence what your paragraph is going to be about. E.g. While the Muslim empires of the 14th-16th centuries had significant impacts on the world, they never came to dominate as Europe will because... (remember "rule of 3")
Elaboration
Write one or two sentences explaining your topic sentence. E.g. location? time period?
Examples/Evidence
Explain specific evidence/examples for your 3 choices in your topic sentence.
Explanation/analysis
This is a crucial part of the paragraph which requires some thought. Here, you need to explain how the evidence/examples you provided support your main idea in the topic sentence. WHY did you choose these reasons over others? Give specific reasons AND how they explain the failure of the Muslim empires to achieve world dominance at that time.. E.g. Clearly the administrative methods used by some of the leaders of the Muslim Empires hurt their ability to rise to world dominance because...This should be about 4 sentences in length.
Link Sentence
This sentence summarizes your paragraph and links back to the main idea in the topic sentence. When writing an essay, the role of the this sentence is to link paragraph back to your thesis.
Step 2: Now that you have a detailed plan, write your paragraph in full sentence form. It should be 8-12 sentences in length.
Step 3: Proof-read your work and edit to improve spelling, grammar and vocabulary.
Step 4: Produce a final copy of your paragraph. Be sure that it is uploaded to Google docs as per appropriate labeling, re: Block Last name first name [as per Power School] (English name) Assignment name (In this case: Muslim Empires)
CHINA: A MISSED OPPORTUNITY FOR GLOBAL DOMINANCE
You'll be reading about it in the excerpt I've given you from Gavin Menzie's book 1421: The Year China Discovered the World. It is a story of an ambitious emperor and everything he did to regain China's ancient glory. He had many accomplishments that leaders in Europe could only have dreamed of including launching a fleet of over 800 ships of various sizes and carried more than 30,000 men. The fleet included over 300 leviathan "treasure ships."
As you go through these guided readings/discussions, post your ideas about each image, and your answers to all questions, directly on your student page in a separate WIKI titled, CHINA'S GOLDEN AGE - READER'S LOG. Don't forget to date each post, and give each assignment a title.
Homework Assignment
Do the questions on the attached document only. They should be cut and then pasted into your wikipage under the heading "China: A Missed Opportunity for Global Dominance"As you read, you will be practicing the skill of ACTIVE reading (interacting with the author). That means highlighting important information and even writing little notes in the margins or defining terms or making connections with other knowledge. Follow the words and pictures below very carefully, questions will be posed as you get to certain points in your reading. We will be taking the rest of class today to read and work on this skill. You will turn on your reading packets at the end of class for me to look over and evaluate your work. We will then continue next period!
You begin your journey...
DAY 1... For the rest of this class period I just want you to READ and HIGHLIGHT what you believe to be MAIN points. ANNOTATE the reading as you feel necessary. I will be collecting the packets from you at the end of the class to make some observations on your note taking from reading. You will get the packet back next class period as you begin your "Reading Log"
DAY 2...
Read the first paragraph of p. 45. (see the page numbers in the Reading Pack). Use this map, and the one in MWH p. 35, to identify where "the Holy Roman Emperor, the Emperor of Byzantium (also called Constantinople), the Doge (ruler) of Venice, and the kings of England, France, Castille and Portugal" would have come from had they been invited to Beijing on 2 February 1421. What route might they have all taken? Describe it...
The Emperor Zhu Di (aka Yong Le) was the third emperor of the Ming Dynasty. His father, a poor labourer, had overthrown the Mongol (Yuan) Dynasty which had ruled China since Kublai Khan invaded in 1279. In 1368, Zhu Di's father had taken the Mongol capital, Ta-tu (Beijing), sacked it, pushed the Mongols back behind the Great Wall, and then retired to establish his capital city in Nanjing.
When Zhu Di came to power (his father gave the throne to his nephew instead of his son, so Zhu Di fought and defeated the second emperor), he decided to build a magnificent new capital, to be called the Forbidden City, in Beijing.
Examine the following map which shows the history of the Chinese dynasties. Look carefully at the Yuan and Ming Dynasties and make some generalizations about China under those dynasties. Size? Change from previous dynasties? From your reading, make any observations you can about the two time periods.
While reading pages 49-50, explain some of the factors that affected the Chinese attitudes toward foreigners.
On p. 53 Menzie notes that the new walled capital was to be "fifteen hundred times the area of walled London at that time and housing fifty times the population". SO, using your math skills, refer to the following map and figure out how big that new capital would be.
Compare the map of the great walled capital Zhu Di built (above) to the map of modern China (below). The Forbidden City is now the Palace Museum, and is located at the centre of the map below:
Can you find the old city in the modern city? Where is it? What is there now? ||
On p. 54, Menzies writes that Zhu Di extended the Great Wall (which is actually many separate sections of wall created over hundreds of years) from 5,000 kms to 6,400 kms. You'll notice, that doesn't mean that the wall was 6,400 kms long. If it WAS, where would it reach if it began at the Yalu River? Use the map in MWH Atlas p A18-19 to estimate where you would end up if the wall really extended 6,400 kms due west of Beijing. ||
Also on p. 54, Zhu Di sent expeditions along the The "Silk Road", along which Chinese traders journeyed to sell their silks, spices, porcelain and other valuable commodities. This was actually a web of many routes that extended from Xi'an into the heart of the Islamic world. It was clear he wanted to recreate teh earlier trading empire of the Chinese.
Question: Through what MODERN countries did the silk roads go? ||
Interesting note: On p. 55, Menzies writes that "[Zhu Di's] aim was to ensure that Beijing's great observatory was the reference point from which the entire world would be explored and charted, and all new discoveries located..." He wanted Beijing to be "0" degree -- the prime meridian, from which all LONGITUDE coordinates would be measured. Unfortunately, he failed in this aim, and eventually (much later, in 1851) Greenwich, England was chosen for this honor. ||
As you continue reading write down any instances of ENVIRONMENTAL DEGRADATION done as a result of the emperor's ambitions.
DIPLOMACY is the art of talking and negotiating without having to resort to conflict. On pg. 60, there is a discussion on how Chinese diplomacy was different than later European diplomacy. Explain this difference.
Explain how Zhu Di strived to make Beijing the world's INTELLECTUAL capital.
The Grand Canal and the Forbidden city were engineering marvels of the 15th century, and HUGE accomplishments for a a single ruler to achieve in less than 2 decades. But they were not his most important legacy.
Look at this visual of the GRAND CANAL and just be AMAZED at this marvel! In your reader's log, jot down a few facts about it. ||
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Zhu Di's grand dream to bring the entire world into China's tributary system. This was a loose, but extremely stable way to organize and control an empire: make neighboring countries pay tribute (to acknowledge that you're the boss), but then, to keep them from feeling resentment, give them presents in return that more than exceed the value of the tribute they pay. Result? A stable trading empire, no wars between central power and tributary states, relatively cheap cost of governing a large territory! Smart, right?It worked so well, Zhu Di wondered why China could not do the same thing for the whole world. He also wanted to search the world for that nasty cousin of his, the one who had become the second Ming emperor, and then disappeared when Zhu Di raised an army to gain the throne. He appointed his Grand Eunuch (a "eunuch" is a man who's, well, had some important parts of his anatomy cut off!) to be the Commander-in-Chief of a vast fleet -- the biggest the world had ever known (and the biggest it would know until the Allies' D-Day Invasion in World War II!). Zheng He was a Muslim (Yes, there are Muslims in China!) who had never sailed before, but he became one of the world greatest admirals.
While you are reading pgs. 65-66 and 70, DESCRIBE the Armada and specifically Zheng He's Treasure Ships. What an impression this must have made!
Zheng He's fleet made 7 voyages in all, dying on his last one, in 1433. When his ships returned to China, the political situation had changed dramatically. In fact, soon after the great Treasure Fleet left Tanggu, Zhu Di suffered a series of disasters that suggested to everyone that he had lost the "mandate of heaven" -- the approval of Heaven for his rulership.
When you get to p. 75, read to the bottom of p. 77. Stop at the paragraph beginning "Thereafter the Qazi..." Is there evidence here that Zhu Di truly did not understand what was happening to his rule?
Start up again on the bottom of p. 78 (from "Apparently abandoned by heaven..."). List all the things that happened to the old emperor near the end of his life.
Finally read the edict of the new emperor, Zhu Di's son, Zhu Gaozhi, on the very day he ascended the throne, pp 81-85, beginning "All voyages of the treasure ships are to be stopped." Explain how this edict changed the history of not only China but of the WORLD. How did this leave open the "door" for Europe to take center stage now?
The Age of Exploration
Finally we turn to the European Age of Exploration of the "New World" of the Americas and isolation of the "East"
You will be exploring the Age of Discovery for Europe with your trustworthy seafaring partner and going at your own pace. Remember there is the potential for many rewards (in your case points toward a good grade) and potential for great danger on this voyage of learning. As you stop at each "PORT OF CALL" there will be a task to complete. Complete the tasks and add them to your "EXPLORER'S JOURNAL". MAKE SURE you title each task! The journal will be given to KING HUMUNGOUS upon completion. Good luck avoiding the giant sea monsters and remember to claim everything you find for HUMANAVIA!
As Europe began to become more open-minded, it began to systematically accumulate knowledge in way that had never been done before the application of the scientific method. Old ideas were tested, and some were confirmed while others were shattered, creating a need for new hypotheses which in turn were tested. This led inevitably to a new curiosity about the world that lay beyond Europe's borders.
PORT 1: Getting ready for the voyage - Start your EXPLORER'S JOURNAL (which you need to create with partner) with your CORNELL notes from Chapter 3, Section 1 of MWH pp. 92-101.
Next add your discussion of these questions:
The Age of Exploration:Would you go?
The 15th and 16th century were a time of exploration and discovery for European nations. Taking advantage of new maritime knowledge and inventions, European powers undertook sea expeditions to expand their trade and influence.
- What possible rewards might come from exploring the seas for new lands?
- What are the risks involved in embarking on a voyage into the unknown?
- What will you do if you actually run into other people?
Before You LeaveYour final task before leaving for the long voyage is FOR BOTH to look up ONE piece of new navigation technology you will be using so that you can teach your partner about how you will be using it. THIS INFORMATION COULD SAVE YOUR LIVES! Simply, search for ONE of the following tools and write a few sentences describing WHAT the instrument is and HOW it is used. (You can also look at p. 97 in your text to get you started.)
PORT 2: Starting the Voyage - Getting to know your competitors. In order to beat your enemies in this race, you need to know more about them INCLUDING where they went, what their primary motivation was and the results of their explorations. We have already learned about the PORTUGUESE now let's turn our sights on to the the other European nations competing with HUMANAVIA for GLORY!
FIRST, it is time to begin compiling our MAP of the voyages so we can keep track of where everyone is going and the results of their voyages.
On the map provided and using your textbook, trace the voyages of any three of the following:
Vespucci,
DaGama,
Columbus,
Magellan,
Cortes,
Ponce de Leon,
Smith,
Hudson,
Cabot,
Cartier,
Verazzano, and
Marquette.
ALSO INCLUDE YOUR OWN VOYAGE ON THE MAP AND CHART (BE CREATIVE!)
On your map, make sure that you include:
Legend/Key that shows each of the explorers and their journey. Give each a different color or a different map.
Create a chart with the following important information needed so we can keep track of everyone in the race
*Much information for this task can be found from pages 119 - 131 of your textbook! DO not disappoint your King. (if you value your head!)
STOP HERE FOR THE MOMENT
PORT 3: Some impacts of Europe's Age of Exploration. There were were many world-changing impacts that were results of this time period. To be sure many were positive, however, there were also many that were negative. Nonetheless, these must be studied to understand our world today...
Your next task is to look at the Atlantic Slave Trade to get a better understanding of this sad chapter in our history. In your journals, respond to the following essential objectives as you watch the 2 short video segments and scan pages 132-136 in your text...
Link for Atlantic Slave Trade Video 1
Link for Atlantic Slave Trade Video 2
TASK 2: The Columbian Exchange and Rise of Global Trade is certainly another major impact of the explorations. The colonization of the Americas introduced new items into the Eastern and Western Hemispheres. AGAIN, these exchanges had POSITIVE and NEGATIVE impacts for both.
Your task for this exploration is to read and take CORNELL notes on pages 137-141.
STOP HERE FOR THE MOMENT...CATCH YOUR BREATHPORT 4: The East isolates itself from this Western exploration nonsense. Not everyone was excited to meet new people. China and Japan are good examples of countries who wanted to preserve their culture more than anything else...SO, let's find out why they really do NOT want you or your ships in their harbors!
*You already know some of this from "1421", your job here is to get a taste of the attitudes of the Chinese and Japanese leadership toward you and your expedition.
Task 1: Source Analysis
To get a first-hand account of the attitudes of the Japanese (Tokugawa) toward foreigners, Complete AP PARTS for EDICTS FOR 1635 ORDERING THE CLOSING OF JAPAN
Remember you have limited time at this port as they are not very welcoming - so just take notes on the key information!
Author: Who created the source? What do you know about the author? What is the author’s point of view?Place and Time: Where and when was the source produced? How might this affect the meaning of the source?
Prior Knowledge: Beyond information about the author and the context of its creation, what do you know that would help you further understand the primary source?
Audience: For whom was the source created and how might this affect the reliability of the source?
Reason: Why was this source produced at the time it was produced?
The Main Idea: What point is the source trying to convey?
Significance: Why is this source important? What inferences can you draw from this document? Ask yourself, “So what?” in relation to the question asked.
YOU have finished your journey and explorations NOW, you should be ready to answer the essential question!
Why was it Europe, rather than any other region, which became the dominant force in the modern world?
You will be preparing an essay built on what you have learned from this unit. An essay is nothing more than several well-constructed paragraphs linked together by a strong THESIS. You will get some time to work on your plan, leave it with me and then write the actual essay in class for your unit assessment.
Begin by planning for this essay. This is really the most important part because it allows you to organize your ideas and coordinate how you will present them.
Use the planning guide below. This will be graded. You will plan this essay as a 'writing group.'